Georgetown University.
Child Dev. 2020 Sep;91(5):1491-1508. doi: 10.1111/cdev.13341. Epub 2019 Nov 20.
Children's math learning (N = 217; M = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015-10/2017), children's parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children's parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.
儿童的数学学习（N=217；M=4.87 岁；63%为欧洲裔美国人，96%为受过大学教育的家庭）通过智能角色游戏进行了研究，考察了社会意义（准社会关系[PSRs]）和社会关联（准社会互动，例如，数学对话）。在三项研究中（12/2015-10/2017 年在华盛顿特区地区收集数据），儿童与智能角色的准社会关系和数学对话预测了他们在虚拟游戏中更快、更准确的数学反应。当儿童接触到具身化角色（研究 2），以及当角色使用社会关联的回复时，他们在使用物理对象的数学迁移任务中表现更好，这是由数学对话介导的（研究 3）。研究结果表明，儿童与智能角色的准社会关系和准社会互动为 21 世纪的学习提供了新的前沿领域。
